Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemoot 2013 ple returns
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Transcript of Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemoot 2013 ple returns
Terry AndersonJon Dron Feb. 2013
Confounding redundancy: LMS, Social Networks & E-portfolio Systems
LMS
• Tool for teaching effectiveness• Good class management tools• Structured learning paths easily created• Course-centric view of learning• Tight group controls and safety (Safety of
campus)
E-Portfolio
• Process and product• Archiving, artifacts and reflections• At a course, program or institutional level• CVs and the next step• Network entity and presence• Lifelong learning• Personal ownership of process and product• Exportable to other personal archives??
Social Media• Tool for Building Personal Networks of people and Resources• Means to reify and share knowledge• Ownership and identity• Supports long term partnerships, relationships• Weak and strong ties • Boundary crossing and serendipity• Place for coalescence of Sets into networks and groups, nets
into groups.• Discovery, external validation “danger of good ideas”
The future: Beyond the LMS to Personal Learning Environments (PLEs) (Anderson 2005)
My hobbies
My calendar
My social Life
My school(s)
My files
My publicationsE-portfolios
My profile
My conversations(s)
My work
• If you think of the internet as an environment that is moving and shaping all around you, then you will have a better attitude to be able to handle the flood of information that is coming at you.” Stephen Downes, 2005
A learner-centric view of mobile seamless learningLung-Hsiang Wong
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2011.01245.x/full
setnet
group
collective
Making Sense of Social forms
8
Group model
• Membership and exclusion, closed • Hierarchies of control• Focus on collaboration and shared purpose• teachers: guides
group
9
The net model
• bottom-up, open• inclusive• focus on individual and connections• teachers: role models and co-travellers
net
10
Set model• cooperation, anonymity• focus on filtering and selection• tags and categorisation• teachers: curators
– and publishers
set
Individual Capacity
• LMS– Security, records management, synch and asynch
group tools, wikis, gradebook– Tools for groups, support for constructivist, and
collaborative learning – Single institutional Login and identity– Export in and Out – while retaining privacy
Individual Capacity
• E-Portfolio– Supports reflective as well as summative e-
portfolios design– Integration of personal blogs– Export in and Out – while retaining privacy
developmental (e.g., working),reflective (e.g., learning), andrepresentational (e.g., showcase),
Wikipedia.
Individual Capacity
• Networks– Auto and user tagging to insure effective
harvesting– groups, nets & sets– Collective tools enhancing persistence,
transparency– Casual, informal learning, spaces and resources– Export in and Out – while retaining privacy
Integration to PLE
• Password management and minimal disruption
• Little “application centric behaviour” • Standards-based and adherent• Easy data import/export
Many pieces loosly joined
The Athabasca Story
• LMS – Moodle
• E-Portfolio- Mahara
• Social Networking - Elgg
Hard
Soft
The Athabasca Story
• LMS – Moodle
• E-Portfolio- Mahara
• Social Networking - Elgg
Hard
Soft
Low learner control
High learner control
Function <> technology
• Blog <>blog• Discussion forum <> discussion forum• It’s all about the orchestration of phenomena
(Arthur, 2009)
Summary
• As all three applications evolve, they tend to acquire affordances of one another.
• Eliminating one only makes sense if all of its affordances are exploited adequately by the other two
• Technologies are more than tools• Joining the pieces effectively first with and
then beyond online campus 1st priority